Schools across Texas are tasked with detailing action plans in support of students identified as at-risk of dropping out (TEA, 2020b). The intent of this study was to learn the perspective of students, identified as at-risk of dropping out, in terms of whether there is a relationship between campus retention/recovery intervention efforts and their motivation to choose either to re-engage and graduate or further dis-engage and dropout of school. The mixed methods convergent design was adapted, together with the expectancy-value theory of achievement motivation, to measure the main variables of the study. The sample data was obtained from a single group of 12 (1.6%) students from the total campus at-risk identified population of 750 twelfth graders, who make-up 68% (1,100) of the campus total population of all twelfth-grade students. The research setting was a major suburban high school of 3,390 students in southeast Texas. Correlational analysis of correlations between student self-efficacy and campus re-engagement efforts' (a) effectiveness, and (b) motivating abilities towards student performance, revealed low relationships. Additionally, 15.4% of students perceived re-engagement efforts as ineffective compared to 84.6% who perceived them as effective, and 25% who saw such efforts as unmotivating compared to 75% who perceived the efforts as motivating. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]